ELA.01
SUMMARY |
KEY INFORMATION |
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In this Cornerstone, students will analyze how August Wilson builds tension and orchestrates surprises in his play, Fences, then identify and rank important lines in the play. They will discuss rationales for their rankings, respond to each other's rationales, and write rationale statements to defend their ranking. Students will then select one line to perform. This culminates in students performing their lines in a collective performance, and writing reflective short essays to describe the impact off the performance on their comprehension of the play. This deeper comprehension will then be used to finalize the essay responding to the prompt, "How does August Wilson use stories within the story to build mystery, tension, and surprise in the play, Fences?" |
GRADE TOPIC LESSONS |
DURATION INSTRUCTIONAL MODEL AUTHOR(S) |
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RESOURCES The lessons for this Cornerstone require the resources listed below. More information regarding the use of each of the resources can be located in the Cornerstone lesson plans. |
TEXTS AND WEBSITES
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SUPPLIES & TECHNOLOGY
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CURRICULUM INTEGRATION Cornerstones are relevant, rigorous, and aligned to national learning standards. Use the tabs below to learn more about aligning to standards, embedding the Cornerstone in your unit of study, and preparing to teach the Cornerstones. |
LESSON PACING Below is a recommended pacing for this Cornerstone and the objective for each lesson. More information regarding each lesson can be located in the Cornerstone lesson plans. |
DAY |
OBJECTIVE |
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Day 1 | Students will select the 5-10 most important lines from the play, Fences. Students will rank those lines and then write brief rationale statements, providing their reasoning and supporting their ideas with their comprehension of the play. |
Day 2 |
Students will select one line to perform for the class. After students practice performing their lines, they will move into small groups and then into one large group. Students will whip around and say their line. After everyone has performed their lines, students will respond to reflection questions. |
District of Columbia Public Schools |
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